At
some point in our career, we have all experienced a workshop where we wondered
why we were in attendance again and what exactly would we take away from the
session that we could apply in our day-to -day life. It is sad to say, but the
reality is that many professionals experience this type of workshop too often. Unfortunate
experiences like this happens when designers do not effectively plan
professional development sessions by focusing on the instructional design
components. According to Ritzhaupt et. al (2017), “Instructional design is
a field concerned with the analysis, design, development, implementation,
and evaluation of instructional experiences designed to make the acquisition of
knowledge and skills more efficient and effective” (pg. 1).
One
instructional design model that is used by designers is the ADDIE Instructional
Model, which stands for analysis, design, development, implementation, and
evaluation. These five components work cohesively, providing pertinent information
that will enable the designer to make prudent decisions regarding the needs,
goals, objectives, and action steps for the session/lesson. The first component,
analysis, drives the remaining components. Ritzhaupt et.al (2017) states, “Analysis is the first stage of the ADDIE model because one must first determine what must be done in order to know what needs to be accomplished. The Analysis stage provides this
gathered information to the remaining stages of the instructional design process,
which builds upon this critical information to produce the solution” (pg. 5).
As
stated in the beginning paragraph, we have all experienced a workshop where we
wondered why we were there. This question arose because we did not see the
relevance of the information and/ or we did not see the information as our primary
need. Glynn and Tolsma (2017) believe that the analysis portion of ADDIE takes
an empathetic role in learning about the learners and stakeholder. Glynn and
Tolsma (2017) states," As ADDIE practitioners, we conduct interviews,
document organizational and individual performance results, and identify
measures and skill and knowledge requirements to determine the level of
instruction needed. We need to do this; we should do this. Yet, as we do, we
create distance between our work and the actual performer in the role. Empathy
closes that distance". Instructional designers must make sure they take time to complete the analysis component of ADDIE before moving forward. One cannot move forward if he/she does not know where they are going.
Reference
Futuristic
Playground-Wordpress [Image]. (2014). Retrieved from https://futuristicplayground.wordpress.com/2014/11/06/the-design-phase-of-addie/.
Glynn,
K. & Tolsma, D., (2017). Design thinking meets addie. Learning and
Development, 34(1714), 1-22.
[J.
Clark Gardner]. [2011, Sept. 11]. The ADDIE Analysis phase [Video File]. Retrieved
from https://www.youtube.com/watch?v=JZdv5lrJs4U.
Rithzaupt,
A., Lee, B., Eichler., Calhoun, C., Salama, C., Nichols, J., Wilson, M.,
Hafizah, N., Davis, A., Beatty, O., Yaylaci, S., Sahau, S. & Wildberger, W.
(2017, December 12). ADDIE Explained [text]. Retrieved from
http://www.aritzhaupt.com/addie_explained/# CC BY license 4.0.
The
Addie Model [Image]. (2019). Retrieved from https://www.savannahstate.edu/elearning/addie.shtml.
When reading your post, the word that jumped out at me was empathy. I like how you described empathy's role in the design process. This made me think about how much it did apply and who else had included empathy and its importance in the design process. In 2016, Gregory Williams completed a dissertation on "Empathy and the Instructional Designer". His study looked to "understand how instructional designers define empathy in the context of instructional design technology and how empathy was manifest in their daily work" (Williams, 2016). He follows with how empathy is important and key to interaction with the human society. This continues to add to the point you made with empathy bridging the gap when a trainer is in the analysis step.
ReplyDeleteResource:
Wiliams, G. S. (2016). Empathy and the Instructional Designer. BYU Scholars Archive. Retrieved July 12, 2019, from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?referer=&httpsredir=1&article=6807&context=etd.
Teneal Smith
DeleteLisa,
ReplyDeleteI enjoyed reading your blog as I can certainly relate to being a part of one too many PD's that I feel has nothing to do with me or my teaching curriculum over the last 14 years. I also like the point you made about empathy for the learners as I feel as many presenters forget to try and relate to us when going through his/her data. While the ADDIE analysis phase takes time to complete, it is crucial for success in any lesson or activity as you must focus on the outcome or else you are doing all the work for nothing. Rithzaupt et al. (2017) shared that the analysis questions “assist in understanding the instructional problem to be solved and includes certain freedoms and constraints making each a unique problem to solve.”
Reference
Rithzaupt, A., Lee, B., Eichler., Calhoun, C., Salama, C., Nichols, J., Wilson, M., Hafizah, N., Davis, A., Beatty, O., Yaylaci, S., Sahau, S. & Wildberger, W. (2017, December 12). ADDIE Explained [text]. Retrieved from http://www.aritzhaupt.com/addie_explained/# CC BY license 4.0
"Analysis is the first stage in the ADDIE model because one must first determine what must be done in order to know what needs to be accomplished" (Ritzhaupt, 2019). You mentioned that it must be completed before moving forward. I like that you point this out because educators can't think about only certain parts of the analysis phase. Without taking into consideration all of components, the learners' needs may not be met. Also, the rest of the phases are dependent on this one.
ReplyDeleteReference:
Ritzhaupt, A., Lee, B., Eichler., Calhoun, C., Salama, C., Nichols, J., Wilson, M., Hafizah,N., Davis, A., Beatty, O., Yaylaci, S., Sahau, S. & Wildberger, W. (2017,December 12). ADDIE Explained [text]. Retrieved from
http://www.aritzhaupt.com/addie_explained/# CC BY license 4.0.